Having been adopted by a myriad of higher education (HE) institutions, course management systems (CMSs) are web-based software that enhance learning in distance-education, along with face-to-face, courses, and allow instructors to manage classes administratively in more organized fashion. CMSs enhance learning by the arrangement of courses using the Unit-Module-Topic approach, with the unit at the top divided into modules. The modules are then divided further into topics. CMSs are also used to supplement courses, especially in face-to-face sessions, in which the course syllabus, announcements, and schedule of topics can be made visible (Simonson, 2007, p. vii-viii).
There are two types of CMSs in place at present. The first type is an owner-controlled or proprietary CMS that requires a license fee in order to be used. Examples of this include Blackboard and WebCT. The second type is an open source CMS, which includes the Sakai Project and Moodle as its major examples. An open source CMS is "a free, educational software that are maintained by users who implement, even modify, and ultimately support their system to meet local, specific needs" (Simonson, 2007, p. viii).
CMSs' functions include course materials distribution, grade books, discussion areas, chat rooms/e-mail, testing, and assignment drop boxes. All of the three most popular CMSs, Blackboard, Moodle, and WebCT, have some variations of these operations.
Important Findings on Student Outcomes
"The use of technology in the classroom to assist instructors in meeting their pedagogical goals has become ubiquitous since 1990's" (Machado & Tao, 2007, p. 7). One technology that has been adopted by institutions of higher education (HE) is learning or course management systems (CMSs). As a snapshot of whether university students are in favor of CMSs or not, Machado and Tao compared Blackboard, a proprietary CMS, versus Moodle, an open source CMS. HE students tested the use and the practicality of the two over a period of two months. According to the research results that included Student Participant Surveys, 71% of the students felt that the Moodle learning management system (LMS) was easier to use than the Blackboard LMS. Also, 75% of the respondents would prefer to use the Moodle LMS in future courses as a replacement for Blackboard. These results were arrived at by comparing the ease of use of the two CMSs. Therefore, the research of Machado and Tao concluded that "the Moodle LMS is the more efficacious and effective LMS than the Blackboard LMS" (Machado and Tao, 2007, p. 12).
Emerging Trends and Open Issues
Current trends in the CMS industry allow the customization and personalization of the learning experience for students. "For example, the Blackboard Learning System includes a function called 'adaptive release' whereby the instructor can customize the learning experience of students. In order to be a powerful learning instrument, these built-in functionalities of CMSs should be fully exploited to offer students a flexible and adaptable learning experience based on the individual student's learning skills" (Vovides et al., 2007, p. 67). An important remark to verbalize is that CMSs are not used simply for an individualized path to instruction but they do suggest ways to allow students to personalize and customize their learning experience (Vovides et al., p. 68).
Several issues become apparent as CMSs are put into practical use. One of the issues, as highlighted by Storey et al., is the principal reason for the development of these web-based tools. The reason is to make the instructors who have little knowledge of programming languages to put course materials on-line. The problem begins when these systems press instructors and course administrators to use predetermined navigation models and course formats. According to Storey et al., these boundaries may have a negative impact on the flexibility and usability of the CMSs for administators, teachers, and students. Another issue that has arisen is the dependence that has been put on CMSs by HE institutions. Dalsgaard (2006) argues that in the context of a social constructivist environment, CMSs should play only a minor role within the organization of e-learning.
With these trends and issues applying to CMSs, instructors in relevant fields of study need to balance the priorities for using Blackboard or other CMSs for their courses. Without enough knowledge and experience in using them, teachers would be in a disadvantageous state as to the organization and layout of their class because of time wasted and not being productive during classtime.
References
Simonson, M. (2007). Course management systems. Quarterly Review of Distance Education, 8(1), vii-ix.
Machado, M. & Tao, E. ed. Blackboard vs. Moodle: Comparing user experience of learning management systems. Frontiers in Education October 10-13, 2007, Milwaukee, WI, n. d., n. p.
Storey, M.- A., Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of web-based learning tools. Educational Technology & Society, 5(3), 1-6.
Papastergiou, M. (2006). Course management systems as tools for the creation of online learning environments: Evaluation from a social constructivist perspective and implications for their design. International Journal on E-Learning, 5(4), 593-622.
Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, 1-9.
Morgan, G. (2003). Faculty use of course management systems. Educause Center for Applied Research, 1-6.
Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Education Research Review, (2)64-74.
Course Management Systems
Suofei LuDescription and Uses of Technology
Having been adopted by a myriad of higher education (HE) institutions, course management systems (CMSs) are web-based software that enhance learning in distance-education, along with face-to-face, courses, and allow instructors to manage classes administratively in more organized fashion. CMSs enhance learning by the arrangement of courses using the Unit-Module-Topic approach, with the unit at the top divided into modules. The modules are then divided further into topics. CMSs are also used to supplement courses, especially in face-to-face sessions, in which the course syllabus, announcements, and schedule of topics can be made visible (Simonson, 2007, p. vii-viii).There are two types of CMSs in place at present. The first type is an owner-controlled or proprietary CMS that requires a license fee in order to be used. Examples of this include Blackboard and WebCT. The second type is an open source CMS, which includes the Sakai Project and Moodle as its major examples. An open source CMS is "a free, educational software that are maintained by users who implement, even modify, and ultimately support their system to meet local, specific needs" (Simonson, 2007, p. viii).
CMSs' functions include course materials distribution, grade books, discussion areas, chat rooms/e-mail, testing, and assignment drop boxes. All of the three most popular CMSs, Blackboard, Moodle, and WebCT, have some variations of these operations.
Important Findings on Student Outcomes
"The use of technology in the classroom to assist instructors in meeting their pedagogical goals has become ubiquitous since 1990's" (Machado & Tao, 2007, p. 7). One technology that has been adopted by institutions of higher education (HE) is learning or course management systems (CMSs). As a snapshot of whether university students are in favor of CMSs or not, Machado and Tao compared Blackboard, a proprietary CMS, versus Moodle, an open source CMS. HE students tested the use and the practicality of the two over a period of two months. According to the research results that included Student Participant Surveys, 71% of the students felt that the Moodle learning management system (LMS) was easier to use than the Blackboard LMS. Also, 75% of the respondents would prefer to use the Moodle LMS in future courses as a replacement for Blackboard. These results were arrived at by comparing the ease of use of the two CMSs. Therefore, the research of Machado and Tao concluded that "the Moodle LMS is the more efficacious and effective LMS than the Blackboard LMS" (Machado and Tao, 2007, p. 12).Emerging Trends and Open Issues
Current trends in the CMS industry allow the customization and personalization of the learning experience for students. "For example, the Blackboard Learning System includes a function called 'adaptive release' whereby the instructor can customize the learning experience of students. In order to be a powerful learning instrument, these built-in functionalities of CMSs should be fully exploited to offer students a flexible and adaptable learning experience based on the individual student's learning skills" (Vovides et al., 2007, p. 67). An important remark to verbalize is that CMSs are not used simply for an individualized path to instruction but they do suggest ways to allow students to personalize and customize their learning experience (Vovides et al., p. 68).Several issues become apparent as CMSs are put into practical use. One of the issues, as highlighted by Storey et al., is the principal reason for the development of these web-based tools. The reason is to make the instructors who have little knowledge of programming languages to put course materials on-line. The problem begins when these systems press instructors and course administrators to use predetermined navigation models and course formats. According to Storey et al., these boundaries may have a negative impact on the flexibility and usability of the CMSs for administators, teachers, and students. Another issue that has arisen is the dependence that has been put on CMSs by HE institutions. Dalsgaard (2006) argues that in the context of a social constructivist environment, CMSs should play only a minor role within the organization of e-learning.
With these trends and issues applying to CMSs, instructors in relevant fields of study need to balance the priorities for using Blackboard or other CMSs for their courses. Without enough knowledge and experience in using them, teachers would be in a disadvantageous state as to the organization and layout of their class because of time wasted and not being productive during classtime.
References
Simonson, M. (2007). Course management systems. Quarterly Review of Distance Education, 8(1), vii-ix.Machado, M. & Tao, E. ed. Blackboard vs. Moodle: Comparing user experience of learning management systems. Frontiers in Education October 10-13, 2007, Milwaukee, WI, n. d., n. p.
Storey, M.- A., Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of web-based learning tools. Educational Technology & Society, 5(3), 1-6.
Papastergiou, M. (2006). Course management systems as tools for the creation of online learning environments: Evaluation from a social constructivist perspective and implications for their design. International Journal on E-Learning, 5(4), 593-622.
Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, 1-9.
Morgan, G. (2003). Faculty use of course management systems. Educause Center for Applied Research, 1-6.
Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Education Research Review, (2)64-74.
Reviewed By: Jennifer Brown, Mike Hittle)